Do Family Learning Phonics Courses Improve Parents' Reading-Related Skills and Ability to Support Their Children's Reading?

Autor/inn/en	Hulme, Rachael C.; Webber, Charlotte E.; Fox, Amy C.; Ricketts, Jessie; Shapiro, Laura R.; Taylor, J. S. H.
Titel	Do Family Learning Phonics Courses Improve Parents' Reading-Related Skills and Ability to Support Their Children's Reading?
Quelle	In: Journal of Research in Reading, 45 (2022) 3, S.258-276 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hulme, Rachael C.) ORCID (Webber, Charlotte E.) ORCID (Ricketts, Jessie) ORCID (Shapiro, Laura R.) ORCID (Taylor, J. S. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12377
Schlagwörter	Foreign Countries; Phonics; Parents; Family Involvement; Reading Skills; Parents as Teachers; Reading Difficulties; Family Literacy; Young Children; Self Efficacy; Reading Improvement; Reading Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Eltern; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Frühe Kindheit; Self-efficacy; Selbstwirksamkeit; Leseleistung; Großbritannien
Abstract	Background: Parents play a crucial role in supporting children's literacy, especially in the first years of school. However, parents can find this challenging if they struggle with reading themselves. We explore whether family learning phonics courses boost parents' reading-related skills and ability to support their children's reading, in a collaboration between UK academics and the National Family Learning Forum. Methods: Prior to data collection, academics and course leaders identified key skills for courses to target: phonological awareness, letter-sounds, segmenting and blending, and awareness of irregular words. Family learning teams recruited parents of Reception children (4-5 years old) for the phonics group (N = 50), targeting parents who were likely to need literacy support. Parents received 6 weeks of 1- to 2-hour phonics sessions in groups. Control participants (N = 76) were recruited online and had a Reception-age child (4-5 years old); controls received no training. All participants completed phonics-related tests at weeks 1 and 6. Results: The phonics group significantly improved on letter-sound knowledge (by 4.64 letters; 51 total items); the control group did not significantly improve on this measure. Both groups showed some improvement in phonological awareness and word reading (likely due to practice effects), and neither group improved on nonword reading. The reading questionnaire showed that the phonics group reported giving their children more regular support with literacy activities and placed a higher level of importance on homework, with no increase for the control group. Conclusions: We provide evidence that family learning phonics courses can improve crucial reading skills (letter-sound knowledge) and increase parents' confidence to support their children's reading. Some reading skills (phonological awareness, whole word reading, and decoding) may be slower to change and require longer term support. Future work should explore long-term consequences of such courses for parents' and their children's reading habits and skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01